Effective Assessment Strategy - Dissertation Example

nt of the new learner's linguistic proficiency level and in the subsequent placing of these learners in a class which corresponds to their level (Gottlieb, 2006). As a pre-entry level to basic ESOL tutor, I can confirm the imperatives of accurate assessment of individual learner levels. While conceding to the fact that differentiations in linguistic proficiency, areas of weakness, strengths and capacity to assimilate exist between any two learners, the tutor's capacity to design an effective Group Learning Plan (GLP), is largely dependant on the accuracy of the assessment tests.

Quite simply stated, should assessment be inaccurate, resulting in some learners being placed in a higher level, they will not be able to follow the GLP and may not comprehend the tutor's in-class explanations and instructions. Samway (2006) confirms this last point and provides confirmatory empirical evidence which effectively illustrates that should initial assessment tests erroneously place ESOL students in a higher level, the student in question, not having the requisite linguistic proficiency skills to assimilate lectures and discussions or to comprehend the assigned reading material, will simply not benefit.

Consequently, it is absolutely imperative that initial assessment tests accurately reflect the new students linguistic and numeracy skill level. Bearing the import of initial assessment in mind, this research aims to determine whether or not Carshalton College, where I work, has an effective assessment strategy and constructively exploits assessment to promote the government's widening participation objective.In order to fulfil the above articulated objective, the research shall undertake the critical analysis and examination of a number of pertinent and interrelated issues.. In 1999, a committee chaired by Sir Claus Moser, investigated the linguistic, reading, writing, and maths skills’ deficiencies which confront numerous adults in England.

The committee, publishing its findings in a report entitled Fresh Start, clarified all of the scope, extent and range of the problem and, more importantly, sought the identification of the means and ways by which this problem may be confronted. Among the report’s key findings were: • Approximately 7 million adults across England do not have the reading, writing and English language skills of an 11 year old and an even greater number lacked basic maths skills (A Fresh Start, 1999). • Approximately half a million adults across England, referred to as ESOL learners, have difficulties comprehending and speaking English because it is not their first language (A Fresh Start, 1999).

• People with lower levels of linguistic, numeracy and literacy skills tend to be unemployed or, if employed, earn very low incomes. More importantly, their opportunities for improving their livelihood are severely limited by their linguistic, numeracy and literacy skills (A Fresh Start, 1999). • People with lower levels of linguistic, numeracy and literacy skills are vulnerable to ill-health and mental problems. In addition, they are socially marginalised (A Fresh Start, 1999). The government responded to the Moser report through the articulation of a national strategy whose key goal was the extension of the requisite help for adults who needed to improve their English language, reading, writing and maths skills was launched.